<![CDATA[Teachers’ numeracy skills and epistemic cognition are two key components in creating meaningful, contextual, and teachers-centered mathematics learning. This study aims to examine the relationship between teachers’ epistemic cognition and numeracy skills in the context of elementary mathematics education through a Systematic Literature Review (SLR) approach. Data were collected from 20 articles published between 2020 and 2024 from indexed databases such as Google Scholar and Springer, following the PRISMA guidelines for article selection and analysis. The findings indicate that teachers’ epistemic cognition which involves how knowledge is understood, evaluated, and justified plays an essential role in instructional strategies, data-driven decision-making, and the meaningful interpretation of numeracy learning.]]>
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